Neuroconstructivism - I How the brain constructs cognition > Neurology

* A landmark work in developmental psychology/neuroscience, providing a wholly original, integrative approach to understanding development by leading researchers in the field
* Comprised of 2 volumes - one laying out the framework for this novel approach, its rationale, and possibilites. Volume 2 presents cutting edge research from around the world, demonstrating how the framework can shape research in development for years to come
* Integrates work from neuroscience, cognitive science, artificial intelligence, robotics, and developmental psychology to provide a rich analysis of human development
What are the processes, from conception to adulthood, that enable a single cell to grow into a sentient adult? The processes that occur along the way are so complex that any attempt to understand development necessitates a multi-disciplinary approach, integrating data from cognitive studies, computational work, and neuroimaging - an approach till now seldom taken in the study of child development.
Neuroconstructivism is a major new 2 volume publication that seeks to redress this balance, presenting an integrative new framework for considering development. In the first volume, the authors review up-to-to date findings from neurobiology, brain imaging, child development, computer and robotic modelling to consider why children's thinking develops the way it does. They propose a new synthesis of development that is based on 5 key principles found to operate at many levels of descriptions. They use these principles to explain what causes a number of key developmental phenomena, including infants' interacting with objects, early social cognitive interactions, and the causes of dyslexia. The "neuroconstructivist" framework also shows how developmental disorders do not arise from selective damage to the normal cognitive system, but instead arise from atypical constraints. How these principles work is illustrated in several case studies ranging from perceptual to social and reading development. Finally, the authors use neuroimaging, behavioural analyses, computational simulations and robotic models to provide a way of understanding the mechanisms and processes that cause development to occur.

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